Bachelor of Education (Secondary Music)

Why study the Bachelor of Education (Secondary Music) at UNE?

Teaching is a rewarding career choice for those who enjoy being part of children's development. The professional skills learned will be valued by the community and will bring teachers into contact with people of all ages. Teachers are members of one of the largest professions of our society. The degree will give students the opportunity to develop the skills, knowledge and attitudes needed to become a successful secondary teacher. Students are encouraged to be independent learners who are able to adapt efficiently and constructively to meet the changes which occur in the teaching profession. The Music component of this course is offered in fully online mode only, giving students flexibility with regard to location and when they can study and access course materials.

Teacher Registration: Students should note that teacher registration requirements vary from state to state. UNE bases its degree structures on the Board of Studies, Teaching and Educational Standards (BOSTES) guidelines, under the Australian Institute for Teaching and School Leadership framework for teacher registration (website: http://www.bostes.nsw.edu.au/wps/portal/home). It is the responsibility of each student to check their eligibility to teach with the relevant state authority (including students who intend to teach in NSW).

IMPORTANT ADVICE

The NSW Government has raised admission requirements for undergraduate teaching courses from 2016. The new requirements are considerably higher than before and specify a minimum of three Band 5 HSC results, including one in English, or bridging units or alternative pathway as approved by BOSTES. See details at www.nswteachers.nsw.edu.au/future-returning-teachers/become-a-teacher/raising-university-entry-standards/

Option 1 - You may attempt the Bachelor of Education (Secondary Music) without meeting the above requirement, however you are then required to complete 48 credit points of 'discipline units'. These are units which contribute to your background knowledge for the subjects you want to teach, and are taught by Schools other than the School of Education. If you can pass all 48 credit points you will be deemed to have met the NSW Government's requirements and may proceed in the course. However, if you cannot pass all 48 credit points, you may not proceed and will be transferred to a non-teacher education course such as the Bachelor of Music.

Option 2 - Complete an undergraduate non-teacher education degree such as the Bachelor of Music or Bachelor of Educational Studies and, if you have achieved a GPA of 3.50 or more, you can then apply for the Master of Teaching (Secondary) as a postgraduate student.

Career Opportunities

Secondary teacher; Music teacher

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Degree Snapshot

DURATION

4 Years Full-time
Up to 10 years Part-time

FEES

CSP
International

2015 ATAR / OP

77.10 / 11

2016 STUDY OPTIONS

Armidale

Trimester 1, Off Campus
Trimester 2, Off Campus

Official Abbreviation

BEd(SecMusic)

Course Type

Undergraduate

Commencing

Responsible Campus

Admission Period

Mode of Study

Armidale

Trimester 1

Off Campus

Armidale

Trimester 2

Off Campus

Course Duration

4 Years Full-time

Up to 10 years Part-time

2015 ATAR

77.10

2015 OP

11

Fees

CSP
/
International

Total Credit Points

192

Intensive Schools

Intensive mandatory schools may be a requirement of some of the units in this course. See Unit Catalogue for specific requirements.

Entry Requirements

1. A candidate shall be qualified for admission (see Admission Undergraduate and Postgraduate (Coursework) Rule and Admission Undergraduate and Postgraduate (Coursework) Procedures); and

(a) shall complete a satisfactory personal statement assessed by the discipline within six months prior to the date of enrolment; and

(b) shall have on admission to the degree a performance standard equivalent to Grade 6 of the Australian Music Examinations Board or shall demonstrate this via an audition; and

(c) shall have a musical theory standard equivalent to Grade 4 of the Australian Music Examinations Board or shall undertake a musical theory test.

OR

2. (For those candidates applying for admission on the basis of previous studies at the University of New England): shall be qualified for admission (see Admission Undergraduate and Postgraduate (Coursework) Rule and Admission Undergraduate and Postgraduate (Coursework) Procedures); and

(a) have completed MUSI121 or equivalent with a Credit grade or higher; and

(b) have completed MUSI111 or MUSI101 or MUSI110 or equivalent with a Credit grade or higher.

English Language Proficiency

At least one of the following criteria must be met:

A.1 English is the applicant's first language; or

A.2 Where the applicant is applying for an undergraduate course, satisfactory completion, no more than five years prior to the date of application for admission to UNE, of at least four years of full-time or equivalent full-time study at senior secondary, post-secondary or tertiary level in Australia, New Zealand, United Kingdom, the United States of America, Canada or the Republic of Ireland, in which English was the sole medium of instruction and assessment for the particular period of study claimed, resulting in an Australian Qualifications Framework (AQF) award or an award recognised by the Australian Education International - National Office of Overseas Skills Recognition (AEI-NOOSR); or

A.3 Where the applicant is applying for a graduate entry course, satisfactory completion, no more than five years prior to the date of application for admission to UNE, of at least three years of full-time or equivalent full-time study at tertiary level in English in Australia, New Zealand, United Kingdom, the United States of America, Canada or the Republic of Ireland, in which English was the sole medium of instruction and assessment for the particular period of study claimed, resulting in an AQF award or an award recognised by AEI-NOOSR; or

A.4 (a) An IELTS (Academic) overall score of at least 7.5 including a minimum result of 8.0 in both the speaking and listening modules and 7.0 in reading and writing; or

(b) An International Second Language Proficiency Rating (ISLPR) score of at least 4+ in each of the four areas: speaking, listening, reading and writing.

Note: The countries quoted for exemption from English language proficiency assessment are those accepted under Australian migration policy as not requiring English language proficiency assessment.

Additional Requirements

Prior to undertaking a professional experience placement in New South Wales, there are a number of mandatory requirements which must be fulfilled.

Working with Children Check*

All students intending to enrol in units of study involving a practical experience placement or otherwise requiring interaction with children, will be required to obtain and maintain a NSW Working with Children Check clearance (or equivalent, depending upon relevant State requirements). The student is required to provide the University with appropriate evidence of their clearance, which will be verified at UNE. Relevant Government agencies will advise the University of any bar that may be placed upon a student, and UNE will respond accordingly.

Anaphylaxis Training*

The New South Wales Department of Education and Communities requires that all initial teacher education students are trained in anaphylaxis management before they can undertake any professional experience in New South Wales public schools.

*These requirements are subject to change. Current and further information regarding Working with Children Check and Anaphylaxis Training (including requirements for other states) can be obtained at:http://www.une.edu.au/current-students/resources/academic-schools/school-of-education/professional-experience-office/important-information

Fit for practice

Candidates entering a pre-service teaching program in Education will:

(a) follow the School of Education Code of Conduct, in particular, the Professional Experience Conduct for professional placement;

(b) exercise sound judgement based on cognitive, mental and physical health and be able to respond appropriately to demands of classroom situations;

(e) safeguard the University's integrity and demonstrate duty of care to students while engaged in professional experience;

(f) show personal maturity to ensure that a professional relationship is established with students;

(g)communicate to students with clarity and in an appropriate manner that relates to the age of the student profile;

(h) possess and model the literacy and numeracy skills expected of teachers in interactions they have within the classroom and broader non education settings;

(i) be able to create, evaluate and reflect on the physical and emotional safety of children in a variety of situations and environments; and

(j) be able to establish and maintain effective professional relationships with colleagues and the broader school community.

Students who have a disability that may or will prevent them from meeting the above professional experience requirements should contact the Special Needs Office.

Students who have difficulties in meeting some of the above professional experience requirements will be required to contact Professional Experience Office to put in place remedial and/or counselling activities through a pro-active approach to improve their teaching practice.

Professional Placements

This degree is accredited with the Board of Studies, Teaching and Educational Standards. It is a requirement of accreditation that professional placements must be undertaken in a school using New South Wales Board of Studies syllabuses or equivalent Australian syllabuses and be assessing teaching proficiency against the Australian Professional Standards for Teachers. Students may only complete up to 10% (8 days) of the required professional experience (practicum) days in schools not using NSW Board of Studies syllabuses or equivalent Australian syllabuses.

Practical, Clinical or Work Experience

Professional experience (practicum) is a pivotal part of any preservice teacher education program. Experienced teachers within schools are selected by the schools to function as school-based educators of student teachers in supervising the placements. Preservice teachers are supported in not only developing essential teaching competencies, but also in thoughtfully combining those practical experiences with a theoretical framework developed within academic units. In the secondary teaching courses each curriculum area has associated practicum requirements and the co-ordination of enrolment in such linked units is required.

Students are required to complete 80 days of supervised professional experience. This professional experience is embedded into 5 core units of study. This time is structured as block placements of up to 4 weeks duration and students need to plan for this full time commitment. Generally, external candidates are permitted to undertake the practicum in approved schools of their own choice.

Advanced Standing

Candidates are referred to the University Policy on Advanced Standing.

Scholarships

The University offers a number of Faculty/College and country scholarships available to Australian citizens and permanent residents.

Academic Colours

Violet (BCC 179)

Further Information

You can find instant answers to many of your questions or contact UNE directly via
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These course rules & plans are ONLY to be used if you commenced, transferred or changed versions in
the Bachelor of Education (Secondary Music) in 2016.

English Language Proficiency

At least one of the following criteria must be met: A.1 English is the applicant's first language; or A.2 Where the applicant is applying for an undergraduate course, satisfactory completion, no more than five years prior to the date of application for admission to UNE, of at least four years of full-time or equivalent full-time study at senior secondary, post-secondary or tertiary level in Australia, New Zealand, United Kingdom, the United States of America, Canada or the Republic of Ireland, in which English was the sole medium of instruction and assessment for the particular period of study claimed, resulting in an Australian Qualifications Framework (AQF) award or an award recognised by the Australian Education International - National Office of Overseas Skills Recognition (AEI-NOOSR); or A.3 Where the applicant is applying for a graduate entry course, satisfactory completion, no more than five years prior to the date of application for admission to UNE, of at least three years of full-time or equivalent full-time study at tertiary level in English in Australia, New Zealand, United Kingdom, the United States of America, Canada or the Republic of Ireland, in which English was the sole medium of instruction and assessment for the particular period of study claimed, resulting in an AQF award or an award recognised by AEI-NOOSR; or A.4 (a) An IELTS (Academic) overall score of at least 7.5 including a minimum result of 8.0 in both the speaking and listening modules and 7.0 in reading and writing; or (b) An International Second Language Proficiency Rating (ISLPR) score of at least 4+ in each of the four areas: speaking, listening, reading and writing.

Note: The countries quoted for exemption from English language proficiency assessment are those accepted under Australian migration policy as not requiring English language proficiency assessment.

Additional Requirements

Prior to undertaking a professional experience placement in New South Wales, there are a number of mandatory requirements which must be fulfilled.

Working with Children Check*

All students intending to enrol in units of study involving a practical experience placement or otherwise requiring interaction with children, will be required to obtain and maintain a NSW Working with Children Check clearance (or equivalent, depending upon relevant State requirements). The student is required to provide the University with appropriate evidence of their clearance, which will be verified at UNE. Relevant Government agencies will advise the University of any bar that may be placed upon a student, and UNE will respond accordingly.

Anaphylaxis Training*

The New South Wales Department of Education and Communities requires that all initial teacher education students are trained in anaphylaxis management before they can undertake any professional experience in New South Wales public schools.

safeguard the University's integrity and demonstrate duty of care to students while engaged in professional experience;

show personal maturity to ensure that a professional relationship is established with students;

communicate to students with clarity and in an appropriate manner that relates to the age of the student profile;

possess and model the literacy and numeracy skills expected of teachers in interactions they have within the classroom and broader non-education settings;

be able to create, evaluate and reflect on the physical and emotional safety of children in a variety of situations and environments; and

be able to establish and maintain effective professional relationships with colleagues and the broader school community.

Students who have a disability that may or will prevent them from meeting the above professional experience requirements should contact the Special Needs Office.

Students who have difficulties in meeting some of the above professional experience requirements will be required to contact the Professional Experience Office to put in place remedial and/or counselling activities through a pro-active approach to improve their teaching practice.

Professional Placements

This degree is accredited with the Board of Studies, Teaching and Educational Standards. It is a requirement of accreditation that professional placements must be undertaken in a school using New South Wales Board of Studies syllabuses or equivalent Australian syllabuses and be assessing teaching proficiency against the Australian Professional Standards for Teachers. Students may only complete up to 10% (8 days) of the required professional experience (practicum) days in schools not using NSW Board of Studies syllabuses or equivalent Australian syllabuses.

Advanced Standing

Period of Candidature

The period of candidature shall be: (a) four years as a full-time candidate; (b) up to ten years as a part-time candidate.

Due to academic qualification requirements, this course cannot be completed in less than three years unless the period of candidature has been reduced for advanced standing granted.

Course Requirements

1. To qualify for the award a candidate must pass units to the value of 192 credit points which includes 80 days of embedded professional experience.

2. Candidates are required to pass 48 credit points of discipline units prior to commencing any curriculum unit and/or their first professional experience placement.

3. Candidates are required to pass literacy and numeracy tests prior to commencing their final professional experience placement.

4. The Music Discipline component of the degree shall total 72 credit points and comprise:(a) 36 credit points from Group 1;(b) 18 credit points from Group 2;(c) 12 credit points from Group 3; and(d) 6 credit points from Group 4.

5. The second teaching area shall total 24 credit points from Group 5 in one of: Computing Technology Information Systems, Computing Technology Software Design, Drama, English, Mathematics, Languages or Society and Culture with not more than 12 credit points at 100-level and at least 12 credit points at 200-level or above.

6. The Education component of the degree shall total at least 96 credit points including 80 days of embedded professional experience and comprises: (a) 54 credit points from Compulsory Education units in Group 6 including 80 days of embedded professional experience; (b) 24 credit points from Music Curriculum units in Group 7; (c) 12 credit points from a Minor Curriculum Area units in Group 8; and (d) 6 credit points of a Listed Elective Education unit from Group 9.

Program of Study

Candidates shall complete an approved program of study as outlined in the Course Schedule comprising:

Course Structure

Credit Points

Music Discipline component:

Core Units

36 cps

Listed Units

36 cps

Minor Curriculum Area

24 cps

Bachelor of Education component:

Compulsory Education Units (including 80 days of embedded Professional Experience)

Award of Degree

Candidates who meet the course requirements shall be awarded the Bachelor of Education (Secondary Music).

Exit Pathways

Candidates who discontinue their studies in the course may be eligible to exit with the non-accredited, non-teaching qualification, Bachelor of Educational Studies, on completion of 144 credit points including at least 36 credit points at 300-level or above in Education units. Candidates who apply to discontinue their studies and exit with the Bachelor of Educational Studies must apply for re-admission and will be subject to current course requirements of the Bachelor of Education (Secondary Music). This may mean that they will not receive full recognition for their previous studies should the course structure have changed in response to University or external accreditation body requirements.

Progress and Conduct

Any candidate who has not successfully completed 48 credit points of discipline units prior to their first curriculum unit and/or professional experience placement may be asked to show cause why their candidature should not be discontinued and they be transferred to another course.

Any candidate who has not successfully completed mandatory literacy and numeracy tests before their final professional placement may be asked to show cause why their candidature should not be discontinued and they be transferred to another course.

The Bachelor of Education (Secondary Music) aims to provide candidates with a professional qualification that meets the well accepted requirements for secondary initial teacher education in Australia, including the accreditation requirements of the Board of Studies, Teaching and Educational Standards (BOSTES).

Learning Outcomes

Upon completion of this course, students will be able to:

satisfy the seven elements prescribed by the Australian Institute for Teaching and School Leadership: know their students and how students learn; know their subject/content and how to teach that content to their students; plan for and implement effective teaching and learning; create and maintain supportive and safe learning environments; assess, provide feedback and report on student learning; continually improve by engaging in professional learning; and continually engage professionally with colleagues, parents/carers and the community;

demonstrate a broad and coherent knowledge of Western music from contemporary, historical, theoretical and practical perspectives;

critically evaluate cross-cultural music styles, periods and genres and apply this understanding to Australian, Western and non-Western contexts;

demonstrate a broad and coherent understanding of music technology and its practical application across a variety of musical environments; and

construct a synthesis of different approaches to performance, composition, musicology and music technology through a collaborative and individual production of a creative portfolio.

Graduate Attributes

Knowledge of a Discipline

Graduates will have the broad and coherent knowledge to effectively plan and deliver education, including Music education, in secondary school settings. They will understand the cultural contexts and global perspectives of both their own teaching discipline and schooling in general and the diversity of the student population and will be able to demonstrate intercultural competence by responding flexibly to the needs of students, colleagues, families and community members.

Communication Skills

Graduates will be able to communicate effectively, both orally and in writing, with students, colleagues, parents and other stakeholders.

Problem Solving

Graduates will be able to exercise critical thinking and judgement in identifying and solving problems with intellectual independence.

Information Literacy

Graduates will be able to demonstrate knowledge and understanding of digital resources and tools and their safe, legal and ethical use, and be able to apply this knowledge in the school setting.

Ethical Conduct and Social Responsibility

Graduates will have developed responsibility for others and an understanding that personal beliefs and actions impinge on others. They will demonstrate this through ethical conduct and by being sensitive and responsive to the needs of children, colleagues, families and the community.

Lifelong Learning

Graduates will understand the importance of life-long learning and will be equipped with the skills to pursue professional and personal development.

Independence and Collaboration

Graduates will be able to work independently and collaboratively with others to achieve educational and professional goals.

The University of New England respects and acknowledges that its people, programs and facilities are built on land, and surrounded by a sense of belonging, both ancient and contemporary, of the world's oldest living culture. In doing so, UNE values and respects Indigenous knowledge systems as a vital part of the knowledge capital of Australia.